So what does it all mean? Discussion of discoveries
State Standards: GLEs/GSEs
PS3 8 aPS3 8 b
Context of Lesson:
A guided discussion and teacher led lesson will take the raw findings from the magnetic discovery activity and link them with appropriate vocabulary and terminology.
The information and observations the students made the day prior to this will be used to construct meaning and relate to known facts in the scientific world.
Students need to learn in a hands on inquiry based approach; however as teachers we also need to guide them in determining which knowledge is most important. Yesterday’s lesson was the hands on, and today’s is the sorting through to make meaning.
Opportunities to Learn:
Depth of Knowledge
The content delivered will range between DOK 1 and 3. Some of the vocabulary simply needs to be memorized, and this DOK 1. Other information will be assembled based on simple observations, and this will range between DOK 2 and 3.
Prerequisite Knowledge
Students simply need to bring the mental knowledge of yesterdays class and their lifetime of observation, I will have the obervation sheets from yesterday
Plans for Differentiating Instruction
Instruction and activities will be differentiated between classes and within classes as noted below, mostly in the amount of teacher guidance in the discussion as well as the number of words that each group will be assigned. The groupings will be based on the current seat groupings.
Accommodations and modifications
See above. All students will be expected to get the major concepts running throughout the unit
Environmental factors
Normal Classroom
Materials
I will need basic materials for the majority of the lesson. I will also need
For the possible demonstration
• 3 strong magnets
• Wire or string
• Something to attach the magnets to the string
Objectives:
Instruction:
Opening:
When Students enter the room the questions of the day How do scientists make discoveries? And How do magnets actually work? Will be written on the board. The students will grab a science starter that asks a simple question about magnets. As students filter in I will be better able to gauge their prior knowledge by glancing at their responses to the Sceince Starter. Once the whole class settles I am going to try to get them pumped up about the day by asking do you want to learn how scientists work together to form conclusions? And would you like to learn how magnets really work? After a brief discussion we will move on with the lesson
Engagement:
Discusion and grouping
Before we move on we need to establish a basis (through discussion) of how scientists do make conclusions. I want students to understand that it is often everyday phenomena create amazing devices, that scientist often work together, and that scientist need to look carefully at their observations as well as compare them to others before those conclusions mean much.
Once this is done students will then be prompted to share their observations with the class and we will brainstorm together, taking notes on the board. I will remind students to take notes of things they did not find on their own. As the board begins to fill with observations, we will try to group them as a class. In higher classes, the students may figure out the categories, in struggling classes I will provide the categories. (Physical properties, behaviors, other?). As a class we will rewrite the list to include these in the correct categories, students will be prompted to take notes.
Note taking
Before moving on I will quickly model a simple form of structured Note taking and have the students take the rest of their notes this way. Students will use a modified Cornel note page. On the left they will right down cues (i.e. words to be defined, phenomen to be sketched etc. then to the immediate right they will show examples, draw pictures, write definitions etc. to help 'define' the cue. At the bottom they will write questions they may have and a short summary of the page. I want students to begin to see that they dont have to write everything down. Vocab
Once these observations have been sorted, I will ask students to try to match the vocabulary terms to the observations (the number that students will get may vary, and my assistance may be necessary). The words will have been on the board during our discussion, and hopefully this will help the students to attempt to match the words to their meanings. As the meanings are discovered we will add the definition to the over head and move on. The rest of the definitions will be provided.
Time permiting
Once we have completed each table will be given a list of words (depending on the time remaining and the ability of the class). In their groups the kids are going to try to match an observation to each vocabulary word.
For those that finish early I will ask them to brainstorm places and devices where that property is or maybe could be used.
Demonstration of attraction and repulsion? If time permits, I will attempt to model attraction and repulsion. By hanging a wire, or taught string and placing a strong magnet hanging on it, another string magnet will force it to move violently in either direction, allowing the students to really see the movement on a larger scale. This should highlight that magnetism is a force, as well as what a force it the goal of this demonstration will be to try to draw the word force from the students, maybe even getting them to notice that a force really is a push or pull
Closure:
Closure: The class will share out their findings to each other, and we will discuss each as a class. I want students to hear the ideas of attraction and repulsions, the push and pull force of magnets, as many times as possible. I will focus the discussion on these key ideas, understanding through application of the vocab, as opposed to simply memorizing everything. While doing so I will model good note taking on the board and remind students that they too should be taking notes. – The note sheet will have a space for this.
As we come across things that we have learned I will have a student update our KWL for us.
Assessment:
Largely Informal. Students will be taking structured notes as an artifact, but it will not be collected. Students will be asked to write three thigns that they learned toaday before leaving, this will be collected and count as classwork/participation. Overall assessment will be based on the KWL as well.
Lesson Plan
Lesson Title:
So what does it all mean? Discussion of discoveriesState Standards: GLEs/GSEs
PS3 8 aPS3 8 bContext of Lesson:
A guided discussion and teacher led lesson will take the raw findings from the magnetic discovery activity and link them with appropriate vocabulary and terminology.The information and observations the students made the day prior to this will be used to construct meaning and relate to known facts in the scientific world.
Students need to learn in a hands on inquiry based approach; however as teachers we also need to guide them in determining which knowledge is most important. Yesterday’s lesson was the hands on, and today’s is the sorting through to make meaning.
Opportunities to Learn:
Depth of Knowledge
The content delivered will range between DOK 1 and 3. Some of the vocabulary simply needs to be memorized, and this DOK 1. Other information will be assembled based on simple observations, and this will range between DOK 2 and 3.Prerequisite Knowledge
Students simply need to bring the mental knowledge of yesterdays class and their lifetime of observation, I will have the obervation sheets from yesterdayPlans for Differentiating Instruction
Instruction and activities will be differentiated between classes and within classes as noted below, mostly in the amount of teacher guidance in the discussion as well as the number of words that each group will be assigned. The groupings will be based on the current seat groupings.Accommodations and modifications
See above. All students will be expected to get the major concepts running throughout the unitEnvironmental factors
Normal ClassroomMaterials
I will need basic materials for the majority of the lesson. I will also need•
• Overhead of vocabulary words in a list
- attract
- repel
- region (pole)
- ferromagnetic
- permenant magnet
- temporary magnetic
- force
- domain?
- perhpas more based on the class
For the possible demonstration• 3 strong magnets
• Wire or string
• Something to attach the magnets to the string
Objectives:
Instruction:
Opening:
When Students enter the room the questions of the day How do scientists make discoveries? And How do magnets actually work? Will be written on the board. The students will grab a science starter that asks a simple question about magnets. As students filter in I will be better able to gauge their prior knowledge by glancing at their responses to the Sceince Starter. Once the whole class settles I am going to try to get them pumped up about the day by asking do you want to learn how scientists work together to form conclusions? And would you like to learn how magnets really work? After a brief discussion we will move on with the lessonEngagement:
Discusion and groupingBefore we move on we need to establish a basis (through discussion) of how scientists do make conclusions. I want students to understand that it is often everyday phenomena create amazing devices, that scientist often work together, and that scientist need to look carefully at their observations as well as compare them to others before those conclusions mean much.
Once this is done students will then be prompted to share their observations with the class and we will brainstorm together, taking notes on the board. I will remind students to take notes of things they did not find on their own. As the board begins to fill with observations, we will try to group them as a class. In higher classes, the students may figure out the categories, in struggling classes I will provide the categories. (Physical properties, behaviors, other?). As a class we will rewrite the list to include these in the correct categories, students will be prompted to take notes.
Note taking
Before moving on I will quickly model a simple form of structured Note taking and have the students take the rest of their notes this way. Students will use a modified Cornel note page. On the left they will right down cues (i.e. words to be defined, phenomen to be sketched etc. then to the immediate right they will show examples, draw pictures, write definitions etc. to help 'define' the cue. At the bottom they will write questions they may have and a short summary of the page. I want students to begin to see that they dont have to write everything down.
Vocab
Once these observations have been sorted, I will ask students to try to match the vocabulary terms to the observations (the number that students will get may vary, and my assistance may be necessary). The words will have been on the board during our discussion, and hopefully this will help the students to attempt to match the words to their meanings. As the meanings are discovered we will add the definition to the over head and move on. The rest of the definitions will be provided.
Time permiting
Once we have completed each table will be given a list of words (depending on the time remaining and the ability of the class). In their groups the kids are going to try to match an observation to each vocabulary word.
For those that finish early I will ask them to brainstorm places and devices where that property is or maybe could be used.
Demonstration of attraction and repulsion? If time permits, I will attempt to model attraction and repulsion. By hanging a wire, or taught string and placing a strong magnet hanging on it, another string magnet will force it to move violently in either direction, allowing the students to really see the movement on a larger scale. This should highlight that magnetism is a force, as well as what a force it the goal of this demonstration will be to try to draw the word force from the students, maybe even getting them to notice that a force really is a push or pull
Closure:
Closure: The class will share out their findings to each other, and we will discuss each as a class. I want students to hear the ideas of attraction and repulsions, the push and pull force of magnets, as many times as possible. I will focus the discussion on these key ideas, understanding through application of the vocab, as opposed to simply memorizing everything. While doing so I will model good note taking on the board and remind students that they too should be taking notes. – The note sheet will have a space for this.As we come across things that we have learned I will have a student update our KWL for us.
Assessment:
Largely Informal. Students will be taking structured notes as an artifact, but it will not be collected. Students will be asked to write three thigns that they learned toaday before leaving, this will be collected and count as classwork/participation. Overall assessment will be based on the KWL as well.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: